The reading material provides them with information to help them guess the meaning. By students’ knowledge, experience, common sense, contrast and analysis, they can guess the word’s meaning. In the research, giving English major an unknown word, at the same time, letting them read materials, thus, they can guess the meaning by relating the word to the context, sentences, clauses or paragraphs. This is an effective strategy to master words and vocabulary. Analytic style tends to pay more attention to the details and procedures.
Ningtas (2015) mentioned that in prediction phase students are encouraged to use context clues and set up the purpose of reading. Moreover, prediction serves as a way for the students to involve in the text and develop interested in the text. 2.8.4 Promote active comprehension Directed reading thinking activity promotes active comprehension by encouraging students to think critically about the text. This strategy is carried out in different phases. Lowe (2006) stated DRTA as a metacognition strategy that teaches students to set a purpose for reading as they develop their thinking processes.
The literary communication in literature is done through carefully selected diction. In literature, therefore, it is hard to separate style from meaning. This study examines how the style of masking used in Naipaul’s collection of literary sketches, Miguel Street communicates meaning. According to Halliday (1978) style plays a significant role in communicating meaning in literature. It is through the selected style that the deeper meaning of a work of literature can be
Therefore, these are two specific theories that can uncover and explore these ideologies that can be seen throughout literature allowing students to have a better way to analyze a text and gain knowledge in doing so. Contemporary Literary Theory
By regarding writing as a process, it permits students to understand writing as a succession of drafts and to consider the endeavor of writing in its entirety: planning, drafting, revising, editing and publishing (Barnett, 1992). Both teacher and students benefit from treating Process Writing as a “mental process and a means of communication” (Barnett, 1992, p. 18). Once students understand that teachers read their writing to understand what they are trying to say rather than to judge their grammar and usage, students write more exciting compositions, and are also willing to write more-
Writing is one of the four major skills in English, which has to be mastered by the students. Writing classified as one of productive skills which enables students to be creative in producing the ideas related to the topic that they are asked to write. On the other hand, the students should produce the language in written form as a means of communication between the writers and the reader. In writing, students are free to express their ideas, thoughts, feelings, opinions, beliefs, arguments, information, or even their experience into a written form. It can be such a way for the writer to convey the messages to the readers in order to make the readers know what the writer is trying to share.
Furthermore, the teaching narrative plays an important role in shaping the meaning-making process in the students by promoting shared meaning and checking whether students have understood what is being taught to them. It also contributes to maintaining the narrative being held by the teacher Mortimer and Scott). Scott (1997) has studied how teachers can use questions in the discourse to guide students through an explanation of the lesson. On the other hand, Halliday (1994) employs a different framework of discourse analysis called the systemic functional linguistic (SFL) model which studies the relationship between aspects of grammar and the meaning achieved by it. In specific terms, the SFL framework considers experiential metafunction, textual metafunction and interpersonal metafunction by analyzing the clauses used in the discourse for each of the three metafunctions of meaning.
The aim of this introductory chapter is to establish the theoretical and the contextual background for the study. In the first part of this chapter, the significance of writing in higher education contexts is highlighted. The second part describes features of the Omani educational context with a particular focus on the importance of writing in the context of the foundation programme. This will be followed by the rationale for the study and its objectives, the research questions, and finally the thesis structure. 1.2 Writing in the higher education context (get ideas from Rahma’s book) Student writing in higher education is at the heart of teaching and learning and it serves a variety of purposes in different contexts (Coffin et al.
Texts revolve around the interpretation and a text can be a book or another printed or written document e.g. textbook, magazine, novel or a proposal. Lemke (1994) states that text production can be a process whereas in some cases it can be a perspective, it is a process in a sense that it selects feature for successive clause resulting in a text that has texture. The text produced can be creative (e.g. a narrative or
This paper deals with experimenting the use of Literature in English Language teaching in Engineering colleges. Literature sets out the potential of language and serves as a means of enhancing one’s competence through confidence. It can also help one hone one’s language skills by extending linguistic knowledge through evidence of extensive and subtle vocabulary usage and a complex and exact syntax. It is rightly said that Literature is a “valuable transitional material”. While language focuses on phonemes, morphemes, words, clauses, structures etc., literature lays emphasis on context and on how language is used for communication.